A cultutural historical activity theory exploration of educational psychologists’ and special educational needs coordinators’ pespectives on consultation

Leece, Samantha Alice (2024). A cultutural historical activity theory exploration of educational psychologists’ and special educational needs coordinators’ pespectives on consultation. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Consultation is a key approach used by Educational Psychologists (EPs). However, the breadth of theory of consultation in EP practice has resulted in many definitions, models and approaches across the UK, and research suggests there may be discrepancies in perceptions and understanding of consultation from consultant and consultee perspectives. The present research sought to explore consultation in an Educational Psychology Service within a Local Authority (LA) from the perspective of Special Educational Needs Coordinators (SENCos) and EPs. Five EPs and five SENCos were interviewed using semi-structured interview schedules based on second-generation Cultural Historical Activity Theory (CHAT). Data from interviews were then analysed using Reflective Thematic Analysis deductively, with CHAT as a framework to structure analysis. Findings suggest that SENCos within the LA understood consultation, and their role within it. Consultation was described by EPs and SENCos as supporting direct outcomes (e.g. interventions) and indirect outcomes (e.g. SENCos feeling reassured). Perception of tools varied across subject perspectives, with EPs valuing their facilitation skills, while SENCos valued EP theory and resource knowledge, as well as the EP’s perceived authority. Professional relationships between schools and EPs were described as a key facilitator, as well as organisational rules such as an inclusive ethos, and the efficiency of consultation. The conflicting needs of the adults around the child, misunderstanding of the EP role, and restrictive systems and policy were described as barriers to consultation. Findings can be applied to existing consultation theory and models, to explore how consultation is used by EPs. It furthers understanding of consultation within a LA, including considering how EPs communicate their role and how SENCos perceive consultation. Contradictions within the constructed activity system were explored to offer practice-based recommendations.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):